Systems and methods for guided instructional design in electronic learning systems

ABSTRACT

According to some embodiments, a system for providing guided instructional design. The system includes at least one processing device and at least one data storage device in communication with the at least one processing device. The at least one data storage device is configured to store information about at least one course. For each course, the at least one processing device is configured to present at least one predetermined course component to a first user, and for the at least one course component: present at least one course parameter, receive at least one first input from the first user in relation to the at least one course parameter, based on the at least one first input and at least one educational design element, present at least one modified course parameter to the first user; and receive at least one second input from the first user in relation to the at least one modified course parameter.

RELATED APPLICATIONS

This application is a continuation of U.S. patent application Ser. No.13/183,862, filed Jul. 15, 2011, which is a continuation of U.S. patentapplication Ser. No. 12/958,290, filed Dec. 1, 2010, which claims thebenefit of U.S. Provisional Application Ser. No. 61/293,081, filed Jan.7, 2010, and entitled SYSTEMS AND METHODS FOR GUIDED INSTRUCTIONALDESIGN IN ELECTRONIC LEARNING SYSTEMS, the entire contents of which arehereby incorporated by reference herein for all purposes.

FIELD

The embodiments described herein relate to electronic learning, and moreparticularly to systems and methods for providing guided instructionaldesign for electronic learning systems.

INTRODUCTION

Electronic learning (also called e-Learning or eLearning) generallyrefers to learning where users engage in education related activitiesusing computers and other computer devices. For examples, users mayenroll or participate in a course or program of study offered by aneducational institution (e.g. a college, university or grade school)through a web interface that is accessible over the Internet. Similarly,users may receive assignments electronically, participate in group workand projects by collaborating online, and be graded based on assignmentsand examinations that are submitted using an electronic dropbox or othersimilar service.

Electronic learning is not limited to use by educational institutions,however, and may also be used in governments or in corporateenvironments. For example, employees at a regional branch office of aparticular company may use electronic learning to participate in atraining course offered by another office without ever physicallyleaving their office.

In most electronic learning systems, some users are consumers and willparticipate in courses (e.g. by listening or watching lectures,conducting assignments, and taking quizzes, etc.) while other users areproviders who are responsible for preparing the course framework,including the course structure and/or materials (e.g. determining whattopics are to be covered in a particular course, what assignments willbe required, how performance is to be assessed, etc.).

However, planning the framework of courses (e.g. selecting the coursestructure, organizing lecture materials, etc.) can be a difficultexercise. This is true generally with all forms of learning, but isparticularly problematic in electronic learning systems.

For example, in a traditional course setting, it may be sufficient toprepare materials as the course is taught (e.g. a “just-in-time”approach) since the course normally follows a particular sequence andtimeline. However, in electronic learning systems some users may beprogressing through the course content at different rates of speed, ormay review educational modules in different orders depending onparticular interests. Accordingly, it may be helpful if the entirecourse structure and materials is determined before any teaching of thecourse begins.

Many users lack the skills and training to properly prepare courses. Inparticular, users may not be familiar with the design or creation ofelectronic learning courses, and may be intimidated by concepts relatedto designing content and thus have difficulty in providing a course inan electronic learning system.

Accordingly, the inventors have developed systems and methods for guidedinstructional design with a view towards addressing at least some ofthese challenges.

SUMMARY

According to one embodiment, there is provided a system for providingguided instructional design, comprising: at least one processing device;and at least one data storage device in communication with the at leastone processing device, the at least one data storage device configuredto store information about at least one course; wherein, for eachcourse, the at least one processing device is configured to present atleast one predetermined course component to a first user, and for the atleast one course component: present at least one course parameter;receive at least one first input from the first user in relation to theat least one course parameter; based on the at least one first input andat least one educational design element, present at least one modifiedcourse parameter to the first user; and receive at least one secondinput from the first user in relation to the at least one modifiedcourse parameter.

At least one of the course parameters may include at least one naturallanguage object. At least one natural language object may include atleast one predefined educational term. At least one of the courseparameters may include at least one control associated with the at leastone natural language object, each control for receiving one of the atleast one first inputs.

In some embodiments, the presenting of the at least one modified courseparameter to the first user includes suggesting at least one coursestructure element.

The educational design element may include at least one element ofeducational theory.

In some embodiments, the at least one processing device is furtherconfigured to generate a customized course framework for that particularcourse based on the at least one first input, the at least one secondinput and the at least one educational theory element.

In some embodiments, the system further comprises at least one computingdevice in communication with the at least one processing device, whereinthe at least one processing device is further configured to: receive atleast one request from a second user in relation to a particular course,and in response to the request, present at least part of the courseframework for that course to the second user using one of the computingdevices.

At least one of the course parameters and modified course parameters maybe related to course competencies.

At least one of the course parameters and modified course parameters maybe related to course objectives, each objective associated with at leastone course competencies.

At least one of the course parameters and modified course parameters maybe related to at least one course activity, each activity associatedwith at least one course objective.

At least one of the course parameters and modified course parameters maybe related to course information.

At least one of the course parameters and modified course parameters maybe related to at least one educational module.

At least one of the course parameters and modified course parameters maybe related to at least one assessment for the at least one educationalmodule.

At least one of the first inputs and second inputs may includeeducational materials associated with the at least one educationalmodules.

The educational materials may include at least one data file. The atleast one data file may include a media file.

In some embodiments, at least one of the course parameters and modifiedcourse parameters include predetermined natural language objects.

In some embodiments, at least one of the modified course parametersincludes natural language objects selected based on the at least onefirst input.

The at least one processing device may be further configured to presentthe customized course framework to the first user and allow the firstuser to edit the course framework.

In some embodiments, at least one of the course parameters and modifiedcourse parameters may be determined based on historical courseinformation.

According to yet another embodiment, there is provided a tangiblecomputer readable medium including computer executable instructionswhich, when executed on a computing device, cause the computing deviceto: present at least one predetermined course component to a first user;and for at least one course component: present at least one courseparameter; receive at least one first input from the first user inrelation to the at least one course parameter; based on the at least onefirst input and at least one educational design element, present atleast one modified course parameter to the first user; and receive atleast one second input from the first user in relation to the at leastone modified course parameter.

In some embodiments, the computer readable medium is non-transitory.

According to yet another embodiment, there is provided a method forproviding guided instructional design, comprising: providing at leastone processing device; and providing at least one data storage device incommunication with the at least one processing device, the at least onedata storage device configured to store information about at least onecourse; presenting at least one predetermined course component to afirst user, and for the at least one course component: presenting atleast one course parameter; receiving at least one first input from thefirst user in relation to the at least one course parameter; based onthe at least one first input and at least one educational designelement, presenting at least one modified course parameter to the firstuser; and receiving at least one second input from the first user inrelation to the at least one modified course parameter.

Further aspects and advantages of the embodiments described herein willappear from the following description taken together with theaccompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

For a better understanding of the embodiments described herein and toshow more clearly how they may be carried into effect, reference willnow be made, by way of example only, to the accompanying drawings whichshow at least one exemplary embodiment, and in which:

FIG. 1 is a block diagram illustrating a system for providing guidedinstructional design according to one embodiment;

FIG. 2 is a flowchart showing a method for providing guidedinstructional design according to one embodiment;

FIG. 3 is a screenshot of a welcome page for a course design module in asystem for providing guided instructional design according to someembodiments;

FIG. 4 is a screenshot of a choose competencies page for the coursedesign module of FIG. 3 ;

FIG. 5 is a screenshot of an add competencies page for the course designmodule of FIG. 3 ;

FIG. 6 is a screenshot of a choose objectives page for the course designmodule of FIG. 3 ;

FIG. 7 is a screenshot of a classify objectives page for the coursedesign module of FIG. 3 ;

FIG. 8 is a screenshot of an add objectives page for the course designmodule of FIG. 3 ;

FIG. 9 is a screenshot of a learning activities page for the coursedesign module of FIG. 3 ;

FIG. 10 is a screenshot of a select common activities objectives pagefor the course design module of FIG. 3 ;

FIG. 11 is a screenshot of a create groups page for the course designmodule of FIG. 3 ;

FIG. 12 is a screenshot of a define educational modules page for thecourse design module of FIG. 3 ;

FIG. 13 is a screenshot of a course sequence page for the course designmodule of FIG. 3 ;

FIG. 14 is a screenshot of a select grading system page for the coursedesign module of FIG. 3 ;

FIG. 15 is a screenshot of a create assessment schedule page for thecourse design module of FIG. 3 ;

FIG. 16 is a screenshot of a categorize grades page for the coursedesign module of FIG. 3 ;

FIG. 17 is a screenshot of an assign weights page for the course designmodule of FIG. 3 ;

FIG. 18 is a screenshot of a completion page for the course designmodule of FIG. 3 ;

FIG. 19 is a screenshot of a course info page for a course design modulein a system for providing guided instructional design according toanother embodiment;

FIG. 20 is a screenshot of an instructor info page for the course designmodule of FIG. 19 ;

FIG. 21 is a screenshot of a course duration page for the course designmodule of FIG. 19 ;

FIG. 22 is a screenshot of a course sharing page for the course designmodule of FIG. 19 ;

FIG. 23 is a screenshot of an instructional goals page for the coursedesign module of FIG. 19 ;

FIG. 24 is a screenshot of a course competencies page for the coursedesign module of FIG. 19 ;

FIG. 25 is a screenshot of a learner characteristics page for the coursedesign module of FIG. 19 ;

FIG. 26 is a screenshot of an instructional setting page for the coursedesign module of FIG. 19 ;

FIG. 27 is a screenshot of a learning objectives page for the coursedesign module of FIG. 19 ;

FIG. 28 is a screenshot of a course assessment page for the coursedesign module of FIG. 19 ;

FIG. 29 is a screenshot of a course structure page for the course designmodule of FIG. 19 ;

FIG. 30 is a screenshot of a course sequence page for the course designmodule of FIG. 19 ;

FIG. 31 is a screenshot of a course components page for the coursedesign module of FIG. 19 ;

FIG. 32 is a screenshot of a locate materials page for the course designmodule of FIG. 19 ;

FIG. 33 is a screenshot of a define additional materials page for thecourse design module of FIG. 19 ;

FIG. 34 is a screenshot of a course review page for the course designmodule of FIG. 19 ;

FIG. 35 is a screenshot of a completion page for the course designmodule of FIG. 19 ;

FIG. 36 is a screenshot of a course builder module for displaying courseframework information according to one embodiment;

FIG. 37 is a detail view of a course framework from the course builderof FIG. 36 according to one embodiment;

FIG. 38 is a detail view of a course framework from the course builderof FIG. 36 according to another embodiment;

FIG. 39 is a detail view of a course framework from the course builderof FIG. 36 according to yet another embodiment;

DETAILED DESCRIPTION

For simplicity and clarity of illustration, where consideredappropriate, reference numerals may be repeated among the figures toindicate corresponding or analogous elements or steps. In addition,numerous specific details are set forth in order to provide a thoroughunderstanding of the exemplary embodiments described herein. However, itwill be understood by those of ordinary skill in the art that theembodiments described herein may be practiced without these specificdetails. In other instances, well-known methods, procedures andcomponents have not been described in detail so as not to obscure theembodiments generally described herein.

Furthermore, this description is not to be considered as limiting thescope of the embodiments described herein in any way, but rather asmerely describing the implementation of various embodiments asdescribed.

The embodiments of the systems and methods described herein may beimplemented in hardware or software, or a combination of both. Forexample, some embodiments may be implemented in computer systems andcomputer programs, which may be stored on a physical computer readablemedium, executable on programmable computers (e.g. computing devicesand/or processing devices) each comprising at least one processor, adata storage system (including volatile and non-volatile memory and/orstorage elements), at least one input device (e.g. a keyboard or mouse),and at least one output device (e.g. a display screen, a network, or aremote server). For example and without limitation, the programmablecomputers may include servers, personal computers, laptops, netbookcomputers, personal data assistants (PDA), cell phones, smart phones,gaming devices, and other mobile devices.

In some embodiments, program code can be applied to input data toperform the functions described herein and to generate outputinformation. The output information can then be supplied to one or moreoutput devices for outputting to one or more users.

Turning now to FIG. 1 , illustrated therein is a system 10 for providingguided instructional design according to one embodiment.

Using the system 10, one or more users 12, 14 may communicate with aneducational service provider 30 to participate in, create, and consumeelectronic learning services, including courses. In some cases, theservice provider 30 may be part of or associated with a traditional“bricks and mortar” educational institution (e.g. a grade school,university or college), another entity that provides educationalservices (e.g. an online university, a company that specializes inoffering training courses, or an organization that has a trainingdepartment), or may be an independent service provider (e.g. forproviding individual electronic learning).

In some embodiments, one or more educational groups can be defined thatincludes one or more of the users 12, 14. For example, as shown in FIG.1 , the users 12, 14 may be grouped together in an educational group 16representative of a particular course (e.g. History 101, French 254),with a first user 12 being responsible for providing the course (e.g.organizing lectures, preparing assignments, etc), while the other users14 are consumers of the course content (e.g. users 14 are enrolled inthe course).

In some examples, the users 12, 14 may be associated with more than oneeducational group (e.g. the users 14 may be enrolled in more than onecourse, or the first user 12 may be responsible for teaching two or morecourses).

In some cases, educational sub-groups may also be formed. For example,two of the users 14 are shown as part of educational sub-group 18. Thesub-group 18 may be formed in relation to a particular project orassignment (e.g. sub-group 18 may be a lab group) or based on othercriteria. In some embodiments, due to the nature of the electroniclearning, the users 14 in a particular sub-group 18 need not physicallymeet, but may collaborate together using various tools provided by theeducational service provider 30.

In some embodiments, other groups 16 and sub-groups 18 could includeusers 14 that share common interests (e.g. interests in a particularsport), that participate in common activities (e.g. users that aremembers of a choir or a club), and/or have similar attributes (e.g.users that are male, users under twenty-one years of age, etc.).

Communication between the users 12, 14 and the educational serviceprovider 30 can occur either directly or indirectly using any suitablecomputing device. For example, the user 12 may use a computing device 20such as a desktop computer that has at least one input device (e.g. akeyboard and a mouse) and at least one output device (e.g. a displayscreen and speakers).

The computing device 20 can generally be any suitable device forfacilitating communication between the users 12, 14 and the educationalservice provider 30. For example, the computing device 20 could be alaptop 20 a wirelessly coupled to an access point 22 (e.g. a wirelessrouter, a cellular communications tower, etc.), a wirelessly enabledpersonal data assistant (PDA) 20 b or smart phone, or a terminal 20 cover a wired connection 23.

The computing devices 20 may be connected to the service provider 30 viaany suitable communications channel. For example, the computing devices20 may communicate to the educational service provider 30 over a localarea network (LAN) or intranet, or using an external network (e.g. byusing a browser on the computing device 20 to browse to one or more webpages presented over the Internet 28 over a data connection 27).

In some examples, one or more of the users 12, 14 may be required toauthenticate their identities in order to communicate with theeducational service provider 30. For example, the users 12, 14 may berequired to input a login name and/or a password to gain access to thesystem 10.

In some embodiments, the wireless access points 22 may connect to theeducational service provider 30 through a data connection 25 establishedover the LAN or intranet. Alternatively, the wireless access points 22may be in communication with the educational service provider 30 via theInternet 28 or another external data communications network. Forexample, one user 14 may use a laptop 20 a to browse to a webpage thatdisplays elements of an electronic learning system (e.g. a course page).

The educational service provider 30 generally includes a number offunctional components for facilitating the provision of socialelectronic learning services. For example, the educational serviceprovider 30 generally includes one or more processing devices 32 (e.g.servers), each having one or more processors. The processing devices 32are configured to send information (e.g. HTML) to be displayed on one ormore computing devices 20 in association with the social electroniclearning system 10 (e.g. course information). In some embodiments, aprocessing device 32 may be a computing device 20 (e.g. a laptop orpersonal computer).

The educational service provider 30 also generally includes one or moredata storage devices 34 (e.g. memory, etc.) that are in communicationwith the processing devices 32, and could include a relational database(such as a SQL database), or other suitable data storage devices. Thedata storage devices 34 are configured to host data 35 about the coursesoffered by the service provider (e.g. the course frameworks, educationalmaterials to be consumed by the users 14, records of assessments done byusers 14, etc.) as will be described below.

The data storage devices 34 may also store authorization criteria thatdefine what actions may be taken by the users 12, 14. The authorizationcriteria may include at least one security profile associated with atleast one role. For example, one role could be defined for users who areprimarily responsible for teaching or assessing work product from otherusers. Users with such a role may have a security profile that allowsthem to configure course frameworks, post assignments, add assessments,and evaluate performance.

In some embodiments, some of the authorization criteria may be definedby specific users 40 who may or may not be part of the educationalcommunity 16. For example, users 40 may be permitted to administerand/or define global configuration profiles for the system 10, defineroles within the system 10, set security profiles associated with theroles, and assign the roles to particular users 12, 14 in the system 10.In some cases, the users 40 may use another computing device 42 (e.g. adesktop computer) to accomplish these tasks.

The data storage devices 34 may also be configured to store otherinformation, such as personal information about the users 12, 14 of thesystem 10, information about which courses the users 14 are enrolled in,roles to which the users 12, 14 are assigned, particular interests ofthe users 12, 14 and so on.

The processing devices 32 and data storage devices 34 may also provideother electronic learning management tools (e.g. allowing users to addand drop courses, communicate with other users using chat software,etc.), and/or may be in communication with one or more other vendorsthat provide the tools.

In some embodiments, the system 10 may also have one or more backupservers 31 that may duplicate some or all of the data 35 stored on thedata storage devices 34. The backup servers 31 may be desirable fordisaster recovery (e.g. to prevent undesired data loss in the event ofan event such as a fire, flooding, or theft).

In some embodiments, the backup servers 31 may be directly connected tothe educational service provider 30 but located within the system 10 ata different physical location. For example, the backup servers 31 couldbe located at a remote storage location at a distance from the serviceprovider 30, and the service provider 30 could connect to the backupserver 31 using a secure communications protocol to ensure that theconfidentiality of the data 35 is maintained.

Turning now to FIG. 2 , illustrated therein is a method 50 of providingguided instructional design according to one embodiment. For example, insome cases, the method 50 may be provided using the system of FIG. 1 .

At step 52, a first user (e.g. a user 12) desiring to generate a coursewill activate a course design module (e.g. a course wizard or module,such as the modules 100 and 200 described below). Generally the coursedesign module will be operating on one or more processing devices, whichcould be a server (e.g. server 32) as well as computing devices 20.

At step 54, the course design module presents the user with one or morecourse components. Course components are generally broad “functions”that describe the various aspects of the course within the frameworkthat can be configured, such as course information, competencies, coursegoals, assessments, materials, etc. In some cases, the course componentscan be considered as including broad components (e.g. course info) andnarrower sub-components (e.g. basic course information, instructor info,course duration, etc.) that fall under the heading of a broader coursecomponent.

At step 56, for each course parameter is presented for each coursecomponent. Course parameters are individual educational elements withinthe course components, and can include natural language objects andcontrols, as will be described in greater detail below.

At step 58, the course design module receives at least one first inputin relation to at least one of the course parameters from a first user(e.g. user 12). For example, the user may input a title for the course,input educational materials (e.g. slides, readings, audio recordings),select course competencies and objectives, etc. which the user desiresto include as part of the customized course framework.

At step 60, in response to the first inputs received from the user, aswell as from educational design elements (see box 62) (e.g. predefinededucational theory components, decision trees for the system 10) thecourse design module then generates and presents at least one modifiedcourse parameters. For example a modified course parameter could be asuggestion about a particular course structure the user may wish totake, a presentation of a predefined list of course objectives orcompetencies based on previously received input (e.g. the first inputs).

At step 64, the course design module receives at least one second inputassociated with the modified course parameter from the first user. Forexample, the user may select a particular course objective from a listpresented at step 62. In some embodiments, for example, where there areadditional course components to review, the method 50 can return fromstep 64 back to step 54, where a different course component can bepresented. In other embodiments, the method 50 can proceed from step 64to step 66.

At step 66, the system (e.g. system 10) generates a customized courseframework based on the first and second inputs received from the firstuser. In some embodiments, where the customized course framework hasalready been generate, the system may alternatively modify thecustomized course framework.

At step 68, the course framework may be presented to a second user (e.g.users 12 who are participating in the course). This may be in responseto a request from the second user to accessing his or her courseinformation, for example.

Turning now to FIG. 3 , a screenshot of a welcome page 101 for a coursedesign module 100 for a system for providing guided instructional designis shown according to one embodiment. For example, the course designmodule 100 may be provided using the system 10 generally as describedabove.

When the user (e.g. first user 12) initiates the course design module100, one or more course components may be presented to the user inrelation to the particular course being designed. Each course componentalso includes one or more course parameters, which are elements of thevarious course components and which may guide the user through thecourse design process (e.g. using natural language elements), and willrespond dynamically to inputs from the user in order to generate and/ormodify a customized course framework for that course.

In particular, the course parameters may provide guidance to the user inselecting and arranging various elements for the course. Normally, thecourse parameters include objects (e.g. text) presented to the user in aplain or natural language format using terminology that will be familiarto the user. For example, the natural language may include termsselected from known educational terms (e.g. terms taken from Bloom'seducational taxonomy, etc.)

The course parameters may also include one or more simple graphical userinterface (GUI) controls (e.g. text boxes, radio buttons, check boxes,dropdown lists, etc.) for receiving input from the user in associationwith some of the natural language objects.

By using a combination of natural language objects and simple controls,the user (who will often have limited programming or other computerskills) can select desired course elements (e.g. course competencies,objectives, modules, learning materials, etc.) that can then be used togenerate a customized course framework.

Returning again to FIG. 3 , the welcome page 101 (and other pages) ofthe course design module 100 may be presented as one or more webpagesthat may be accessed using a web browser (e.g. Internet Explorer,Firefox, Safari, Chrome, etc.) using one or more computing devices 20.For example, as shown, the welcome page 101 is presented as a webpagethat includes a plurality of display areas (e.g. one or more frames).

As shown, the welcome page 101 can include one or more text areas 102(which may include some introductory remarks, information that mayassist the user 12 in preparing a particular course, etc.). The welcomepage 101 also include controls such as “start” button 104, whichinitiates the course design module 100 (and may activate the chosecompetencies page 110 shown in FIG. 4 ).

In some embodiments, the welcome page 101 may require the user toauthenticate him or herself (e.g. using a login name and password) tonavigate through the course design module 100.

The sequence of the course design module 100 can vary greatly, but insome embodiments the first page that is displayed after the welcome pageis a choose competencies page 110 (as shown in FIG. 4 ).

In this embodiment, the choose competencies page 110 includes a progressindicator area 112 provided on a left side of the page 110, and one ormore content areas 122, 124, 126 provided on a right side of the page110. It will be understood, however, that the particular position andsize of the areas on the webpage may be generally varied and is shownonly here according to one exemplary configuration.

The progress indicator area 112 may shows some or all of the coursecomponents for the particular course that the user is generating. Theprogress indicator area 112 may also be modified as the user movesthrough the course design module 100 (e.g. the list of items in theprogress indicator 112 area may dynamically change as coursecompetencies are added, for example).

Each course component is normally presented using natural language thatthe user would be familiar with and/or capable of understanding. Forexample, in this embodiment, the progress indicator area 112 lists fourboard course components: define learning goals 114, choose learningactivities 116, create learning segments 118, and configure assessment120. These four course components have natural language identifiers thatuse terms based in educational theory and would be familiar to some ifnot most users of the learning system 10.

The progress indicator area 112 may also show the relative location ofthe user as the user navigates through the course design module 100. Forexample, as shown in FIG. 4 , the active course component (orsub-component) is highlighted. In this figure, the course sub-componentis “choose competencies” 114 a (which is a sub-component of the definelearning goals 114 component). The term “choose competencies” 114 a isalso displayed as the title of the page 110 within the content area 122.

As shown, each of the content areas 122, 124, 126 may include one ormore course parameters that may include one or more natural languageobjects and one or more controls.

As discussed above, the course parameters are presented to guide theuser through the course design process, and can assist the user byprompting the user for specific inputs (e.g. text inputs, decisions,etc.) associated with specific language objects. Based on those inputsthe system can then generate a customized framework for that course.

Previous inputs may also be used to modify or generate new courseparameters that are presented to the user. For example, as shown in FIG.4 , the first content area 122 includes a first course parameter with acontrol (e.g. a search box) that allows the user to search for coursecompetencies. For example, the user can input one or more keywords intothe search box and then activate the search by activating a control,such as the “search” button shown. In some instances, the search box mayallow for advanced search options (e.g. Boolean searching, etc.).

Generally, course competencies are broad goals for the course, and couldinclude standardized competencies, such as prerequisites for taking thecourse (e.g. course participants are expected to have satisfied US highschool level biology requirements), as well as desired post-coursecompetencies (e.g. the course participants must meet specific standardsfor grade schools as defined by a state or other government entity, theparticipants must have an understanding of biology at a first yearuniversity level, etc.). The term “course competencies” is a naturallanguage term based on educational theory that will be understood by theuser.

In this embodiments, the results of the search conducted using the firstcontent area 122 can then be displayed in a second content area 124 asanother course parameter (e.g. a list of user-selectable coursecompetencies).

In some embodiments, the list may be generated from a predefined dataset, which may be stored in one or more of the data storage devices 34.The predefined data set may be predefined by another user (e.g. user40), by an organization, or by the first user (e.g. user 14).

As shown, the list may also display some predefined properties for eachcompetency, such as the name, status (e.g. approved by the educationalinstitution, pending approval, draft for submission, etc.), and adescription about the competency (and/or a link to more information).

The list may also include a control (e.g. an “add” button) eachparticular competency. For example, by selecting the “add” button, theuser can choose to add one or more competencies to the course. In someembodiments, some competencies may be automatically added, for examplewhere they are mandatory for a particular course.

On the choose competencies page 110 the third content area 126 showsanother course parameter, which is a list of the currently selectedcourse competencies. In some embodiments, the user may be able to deletecompetencies from this list using another control (e.g. by selecting atrash icon).

Generally, the choose competencies page 110 of the course design module100 can assist the user in finding potential competencies frompredefined data (e.g. the user can use keywords to find competencies),presents the results so they can be reviewed by the user, and thenallows desired competencies to be added. The use of natural language(e.g. including educational theory terms), simple controls (e.g. searchboxes, buttons, etc), and dynamic parameters (e.g. search results) thatrespond to user inputs will be intuitive to most users and will tend tomake it easy for the users to design particular components of thecourse.

In some embodiments, one more of the pages (e.g. the choose competenciespage 110) may include a progress bar 123 that indicates a percentage ofthe course design process that has been completed.

In some instances, the user may not find a desired competency on thechoose competencies page 110. For example, the predefined competencylist may not have a particular competency being searched for.Accordingly, the user may wish to create customized course competenciesfor this course. The user can then proceed to an add competencies page129 as shown in FIG. 5 . In this figure, the active course sub-componentis “add competencies” 114 b, as highlighted in the progress indicatorarea 112 and listed as the title of the page 129.

The add competencies page 129 includes a first content area 130 whichcan include natural language objects (e.g. text and other information)which may be useful in explaining to the user how a course competencymay be created. The first content area 130 may also include links tomore information or examples, which can be useful if the user desiresmore information, such as from an external webpage or another pagewithin the course design module 100.

The add competencies page 129 also includes a second content area 132with course parameters related to adding a new competency. For example,the second content area 132 prompts the user to enter text information(such as a title and a description for the new competency) using variouscontrols, and then allows the user to add the competency to that courseusing another control (e.g. an “add” button). The user may also bepresented with a control to select a template for creating the newcompetency (for example, an existing competency may be used as atemplate).

The current list of competencies for the course is shown in a thirdcontent area 134, which can dynamically respond to the inputs (e.g. textinputs and selections) of the user.

Turning now to FIG. 6 , once the user has added the desired competenciesto the course, the user can navigate to a choose course objective page135. In this figure, the active course sub-component is “chooseobjectives” 114 c, as highlighted in the progress indicator area 112 andlisted as the page title.

Generally speaking, course objectives are more narrowly defined goalsthat are associated with particular course competencies. For example,course objectives may include performance skills, behavioral objectives,performance objectives and knowledge development objectives. Forinstance, In a biology course, a course competency could include“understand basic plant biology”, course objectives could include theparticipants performing laboratory experiments, classifying plants andanimals, and describe the ecological role of fungi.

On the choose course objectives page 135, a first content area 136displays course parameters that include a list of course objectivespresenting in a natural language format, and button control for addingeach objective to the course.

In some embodiments, the list of course objectives may be stored in oneor more data storage devices 34, and may be generated based on one ormore competencies that were previously selected by the user (e.g. usingthe choose competencies page 110). For example, for each particularcourse competency, the choose objectives page 135 may suggest certaincourse objectives based on a previous user inputs and educational designelements (e.g. aspects of educational theory, historical designinformation, etc.), and then allow the user to select the desiredobjectives from the suggested lists.

On this page 135, the selected course objectives for each particularcourse competency are displayed within a second content area 138.

Turning now to FIG. 7 , after the course objectives have been selected,the user may then navigate to a classify objectives page 139. In thisfigure, the active course sub-component is “classify objectives” 114 d,as highlighted in the progress indicator area 112 and listed as the pagetitle.

Various learning objectives can vary in complexity and type, and it maybe desirable to provide a mixture of different types of objectives. Forexample, according to some educational theories course objectives can begrouped into different categories or levels, such as “knowledge”,“comprehension”, “application”, “analysis”, “synthesis”, and“evaluation”.

As shown in FIG. 7 , a first content area 140 may provide informationabout the various categories of objectives in natural language familiarto the user. The second content area 142 on the other hand may includesimple controls that allow the user to associate previously selectedcourse competencies (e.g. the course competencies listed in the contentarea 138 in FIG. 6 ) with particular educational levels or categories(e.g. knowledge, comprehension, etc.), for example using a dropdownlist.

In some embodiments, the course objectives (e.g. as shown in contentarea 136) may not satisfy all the course objectives desired by the user.Accordingly, an add objectives page 145 for the course design module 100may be presented to the user, as shown in FIG. 8 . In this figure, theactive course sub-component is “add objectives” 114 e, as highlighted inthe progress indicator area 112 and listed as the page title.

As shown, a first content area 146 may include text and other items thatprovide the user with guidance about adding a new course objective. Forexample, the content area 146 may include natural language terms thatexplain what makes a “good objective” as well as definitions of termsfor the user to review, which could be based on educational theories.

The second content area 148 includes course parameters related to addinga course objective. For example, as shown the user is prompted toprovide a title for the course objective in a text box control, select asuitable level or category (e.g. knowledge, comprehension, etc.) from adropdown list control, enter a description in another text box control,and select a competency which the new objective will be attached to(e.g. one of the previously defined competencies) using another dropdownlist. The new objective can then be added to the course using an “add”button.

On this page 145, a third content area 150 lists the current coursecompetencies and selected course objectives for the competencies.

Turning now to FIG. 9 , the user may be presented with a learningactivities objectives page 151 for adding one or more activities to eachof the course objectives. In this figure, another broad course component(e.g. choose learning activities 116) is presented to the user via oneor more sub-components. For example, the active course sub-component is“Objective Name 1” 116 a, as highlighted in the progress indicator area112 and listed as the page title, which corresponds to the firstobjective selected using the choose objectives page 135.

This page includes a first content area 152 which can include courseparameters, such as natural language text about things the user shouldconsider when defining activities 153, radio button controls 154 forselecting particular activity types (e.g. whether the courseparticipants should be independent, work as a group, or experiment anddiscover), and a button control 155 for suggesting activities given theinputs of the user in combination with education design elements (e.g.educational theories, educational taxonomies, etc.).

For example, suggested activities may be displayed on a select commonactivities page 157 as shown in FIG. 10 . In this figure, the activesub-component is “Select Common Activities” 116 b.

The select common activities page 157 allows one or more activities tobe associated with the previously defined course objectives. Forexample, in a biology course, suppose that one of the course objectivesincludes the requirement that course participants be able to performbasic biology laboratory experiments. Using the page 157 shown in FIG.10 , the user could then select suitable activities for reaching thatcourse objective, such as: reviewing lab equipment to learn equipmentnames, preparing an experiment plan with group, conducting theexperiment, and preparing a report about the experiment.

The suggested activities can be displayed in a first content area 156,where the activities may be explained in plain language and possiblyorganized using tabs 162. The user may select particular options foreach activity using controls provided in a second content area 158. Insome cases, a third content area 160 may display one or more assessmentsthat can be associated with the particular activities.

Generally, the learning activities page 151 and select common activitiespage 157 may be displayed for each of the previously selected courseobjectives so that the desired course framework can be developed.

Turning now to FIG. 11 , for some activities the user may desire toorganize the participants into groups (e.g. users 14 may be organizedinto a group 18). If so, the create groups page 169 may be displayed. Onthis figure, the sub-component “create groups” 118 a of the coursecomponent create learning segments 118 is active.

The create groups page 169 can be used to define group options (e.g. thenumber of users in each group, whether the users can create their owngroups or have groups randomly assigned, whether the same groups are tobe used for multiple activities, etc.) using course parameters providingin various content areas.

For example, as shown three content areas 170, 172, 174 are presentedfor three activities. The first content area 170 presents courseparameters for a first activity including natural language objects, andallows group options to be selected using controls. The second and thirdcontent areas 172, 174 allow previously defined groups to be used or anew group to be created for each of the activities.

Turning now to FIG. 12 , the next step in the course design module 100may be to define educational modules using a define modules page 175.Generally, each educational module may be a functional group of one ormore of the previously defined course objectives (e.g. an educationalunit or topic) which defines how the course is to be organized. Forexample, in a math course, educational modules could be topics such as:fractions, addition, multiplication, exponents, etc.

As shown, various course parameters can be displayed in a content area176, and include controls that allow the user to select modules for eachof the previously defined course objectives (e.g. using radio buttonsand dropdown lists).

Turning now to FIG. 13 , once the course modules have been defined,these can be displayed as parameters on a course sequence page 179. Thecourse sequence page 179 can include a plurality of language objects andcontrols for creating a temporal structure to the course. This mayinclude making the course self-paced or defining specific start and enddates, associating the course with calendar days or months, anddetermining the number of sessions per week (as shown in the firstcontent area 180), as well as assigning time or sessions for each of thepreviously defined educational modules.

Turning now to FIG. 14 , the next step in the course design module 100may be to present the user with a select grading system page 183. Inthis figure, another broad course component (e.g. configure assessment120) is presented to the user, with the course sub-component “selectgrading system” 120 a being active.

On this page 183, the user can select one or more grading systems forthe course based on the displayed course parameters displayed in contentareas 184, 186 (which could include suggesting proposed course gradingsystems as natural language objects and presenting controls such asradio buttons and checkboxes for selecting the desired grading system).

Once the grading system has been selected, the assessment schedule canbe determined using as assessment schedule page 189 as shown in FIG. 15. In this figure, the active sub-component is “create test schedule”.This page 189 may present course parameters including natural languageinformation about various types of tests (e.g. progress tests andcomprehensive tests) displayed in a first content area 190, controls foradding a test in a second content area 191, and a course sequencedisplayed in a third content area 192 (and including one or more testevents 193 therein).

In some embodiments, the natural language information or objects may bebased on educational theory. For example, information as to whether acertain type of assessment (e.g. a multiple choice exam) is appropriatefor particular subject matter (e.g. math courses) may be presented.

The next step in the course design module 100 may be to categorizegrades using a categorize grades page as shown in FIG. 16 . The activesub-component in this figure is “categorize grades” 120 c.

Using the categorize grades page 195, the user can categorize the gradeditems (e.g. assignments, etc.) as they should appear in a grades tool,for example. Course parameters may be presented in a content area andinclude a list of the modules and activities, as well as tests, and mayallow the user to intuitively categorize the graded items for thoseactivities and tests (in some cases using predefined categories or byallowing the user to generate new categories).

Finally, as shown on FIG. 17 , in some embodiments the user may bepresented with the option to assign weights for the different activitiesusing an assign weights page 197. For example, the previously definedcategories and activities may be presented along with various controls(e.g. text boxes, checkboxes, etc.) for selecting the desired weights.

The course design module 100 is now complete, and the user can bepresented with a completion page as shown in FIG. 18 . The completionpage may include a summary of the actions taken in designing the course,and may also allow the user to re-enter the course design module 100 tomake changes, edit various course parameters, etc.

The course design module 100 can now generate a customized courseframework for this course. The course framework can incorporate all ofthe various elements (e.g. competencies, objectives, activities,assessments, etc.) as based on the inputs from the user at the variousstages of the course design module as well as educational designelements (e.g. educational theories, decision matrices for particulareducational institutions, historical information, etc.).

At this point the user may be free to assign content and assessments tothe framework provided with confidence that they are followingeducational “best-practices”. In some embodiments, the user may assigncontent and assessments via a “drag-n-drop”” interface to take theirspecific materials and align them to the objectives and activities thatthey set out using the course design module 100.

Turning now FIG. 19 , illustrated therein is a course design module 200(or “course design wizard”) according to yet another embodiment.

Generally, the course design module 200 is similar to the course designmodule 100, and presents course parameters for the user, receives inputsfrom the user in association with those course parameters, and thenrepeatedly presents new or modified course parameters based on thoseinputs until the course design is completed. Once complete, the coursedesign module 200 can generate a customized course framework thatincorporates the various elements selected and organized by the user.

For example, the course design module 200 includes a course info page201, which may be the first page displayed to the user. The variouspages (including the course info page 201) may display various coursecomponents 202 (e.g. goals, context, objectives, assessments,strategies, materials, etc.), with the currently active componenthighlighted (e.g. “course info” 202 a).

Various sub-components for each component may also be listed, whereapplicable. For example, in this embodiment the sub-components 206 arelisted and a “course info” sub-component 206 a is active.

The course info page 201 can display course parameters in a content area204. As with the course design module 100 above, the course parameterscan generally include information presented to the user as naturallanguage objects (e.g. text, which may or may not be rooted ineducational theories and taxonomies), as well as controls for receivinginputs from the user in association with the natural language objects.

For example, as shown in FIG. 19 the user could be prompted to inputtext information about the course name, description and location usingtext field controls, select department, course type and level fromdropdown lists.

Various controls can also be used to navigate through the various pagesof the course design module 200 (e.g. buttons for “Next”, “Previous”,“Save & Exit Wizard”, etc.).

Turning now to FIG. 20 , an instructor info page 207 of the coursedesign module 200 may be the next screen presented to the user (with the“instructor info” 206 b sub-component being active). This page 207 mayprompt the user to input information about the instructor, such as name,email address, office information, and office hours using text fields.

The user may also be able to associate other users (e.g. teachingassistants, lab technicians, etc.) with the course. These added usersmay be displayed as a list that is dynamically updated in response tothe user inputs.

Turning now to FIG. 21 , the next page in the course design module 200may be a course duration page 209, which may allow the user to selectstart and end dates for the course using various controls shown in thecontent area 210. The “duration” 206 c sub-component is highlighted asbeing active in this Figure.

The next page in the course design module 200 may be a course sharingpage 211 as shown in FIG. 22 (with “sharing” 206 d highlighted as theactive sub-component).

The sharing page 211 may allow the user to share all or parts of thecourse and/or its components within a learning repository where it canbe accessed by other users who are creating courses. For example, acontent area 212 may provide various control for allowing the user toselect whether to share the entire course, everything except the coursecontent, or just the structure of the course.

Turning now to FIG. 23 , a goals 206 b course component is presented onan instructional goals page 215 (with “instructional goals” 214 ahighlighted as the active sub-component 214 of the broad component“context”). The goals page 215 may allow the user to add broad goals forthe course, including adding course pre-requisites using naturallanguage objects and controls as shown in the first content area 216(e.g. course participants must have completed high school biology with a75% minimum average, must have attended a lab orientation session, etc.)and instructional goals using natural language objects and controlsshown in the second content area 218 (e.g. “Biology 1001 seeks toprovide participants with the skills to move on to a second year biologycourse”).

The user can then also add one or more course competencies, using thecourse competencies page 219 shown in FIG. 24 (with “competencies” 214 bhighlighted as the active sub-component 214). For example, pre-coursecompetency requirements can be added using controls in a first contentarea 220 (e.g. the participants must have completed high school biologyand high school science), while desired post-course competencies can beadded using controls in a second content area 222 (e.g. participantsmust understand first year science concepts).

Next, the user may be presented with a learner characteristics page 223as shown in FIG. 25 (with “learners” 224 a highlighted as the activesub-components 224). This page 223 may allow the user to define thegeneral characteristics of the participants in the course as presentedin the content area 226, which may be used to modify subsequent courseparameters that are presented to the user. For example, the courseparameters for this course component could include prompting the user toidentify elements such as industry sector (e.g. higher education,corporate learning, personal study, etc.), the type of degree offered(e.g. science, arts, etc.) as well as define a typical participant orlearner persona.

In FIG. 26 , various elements of the learning context course component202 c may be further developed using an instructional setting page 225(with “setting” highlighted as the active sub-component 224). Forexample, course parameters related to the course time frame may bepresented in a first content area 227 (e.g. is this a single semestercourse, a self-guided study course with or without a time limit, etc.),while course parameters related to the instructional setting may bepresented in a second content area 228 (e.g. is the course anonline-only course, a classroom only course, or a blend).

Turning now to FIG. 27 a learning objectives page 229 for the coursecomponent “objectives” 202 d can be presented. The user can use theobjectives page 229 to add and/or remove learning objectives for theparticular course, which can include performance skills, behaviouralobjectives, performance objects, knowledge development objectives, etc.For example, one objective could be to recognize and identify basiclaboratory equipment. These course parameters could include naturallanguage objects (e.g. text) and controls (e.g. add or remove buttons)presented in a first content area 230.

Once the learning objectives have been identified, a course assessmentpage 231 may be used to add assessments for the course, and (as shown inFIG. 28 ) for the course component “assessment” 202 e.

The assessment course parameters could include course rubrics as shownin the first content area 232 (e.g. standard science department rubrics,provincial or state-wide rubrics) and selecting a grading system using asecond content area 234 (e.g. weighted, points, formula, or no grading).

The next steps in the course design module 200 could include pagescovering a “strategy” 202 f course component. For example, FIG. 29 showsa course structure page 237 where parameters related to the coursestructure can be displayed in a content area 238 (with “structure” 236 alisted as the active sub-component 236). In some embodiments, thecontent area 238 may include a suggestion 239 to the user based onpreviously received user information. For example, the course designmodule 200 may suggest that the user select a “science” coursestructure, and may actually place this suggestion as the default entryin one of the controls 241. The user can then use the controls 241 toselect this suggestion or make another selection.

FIG. 30 shows a course sequence page 243 for the “strategy” 202 f coursecomponent, which allows the user to modify course parameters related tothe “sequencing” 236 b sub-component of the course. For example, theuser can use control in the content area 240 to select a sequence basedon timeline, subject matter, or competencies, as well as define courseunits.

Furthermore, using a course components page 245 shown in FIG. 31 , theuser may be presented with suggestions 242 for educational componentsand features to be added to the course (e.g. one or more of a blog,discussion, dropbox, FAQ, etc.), and which may be presented in a contentarea 247 so that they may be selected or deselected by the user.

Turning now to FIG. 32 , a locate materials page 249 for the coursecomponent “develop materials” 202 g is shown (with “locate materials”244 a highlighted as the active sub-component 244). The locate materialspage 249 will allow the user to input course materials (e.g. handouts,slides, audio recording, readings, etc.) that have been prepared for usewith the course. The course materials may be selected by using a firstcontent area 246 to browse a file system to locate files (which could beon a local drive or on a network). The user can then select particularfiles and add them to the course materials list as shown in the secondcontent area 248.

In some embodiments, the next step will be to provide additionalmaterials using a define additional materials page 251 as shown in FIG.33 (with “additional materials” 244 b identified as the activesub-component 244). For example, natural language objects and controlsin a content area 250 can allow the user to identify additionalinstructional materials to be created, define tasks (e.g. create lecture#1 slides), and set deadlines for completion.

In some embodiments, the next step is to define course review components202 h, for example using a course review page 253 as shown in FIG. 34 .Using this page 253, the user can add one or more users to review thecourse that is being created (e.g. using controls in a content area252), which may be helpful in ensuring that the user creates a coursethat meets the requirements of the particular educational institution.

Turning now to FIG. 35 , the user has completed the course design module200 and is presented with a completion screen 255 (with “finish” listedas the active course component). Using controls in the content area 254,the user can then choose to take actions such as previewing the course,editing the course using the course design module 200 or anotherapplication, etc.

The course design module 200 can therefore generate a customized courseframework that is based on the course parameters presented to the userand the inputs received from the user.

Turning now to FIG. 36 , illustrated therein is a course builder module300 for displaying customized course framework information 304 accordingto one embodiment. As the course builder module may include a menu area302, which may allow one or more users to take various actions withrespect to the customized course framework 304, such as add content(e.g. files, web objects, etc.), add assessment (e.g. learningobjectives, rubrics, quizzes, etc.) and add project objects (e.g. tasks,resources, etc.).

As shown, the course framework 304 is generally presented as a treestructure, as will be described in detail below.

FIG. 37 is a detail view of the course framework 304 according to oneembodiment, labeled generally as 304 a.

In this embodiment the course framework 304 a includes a course title306 (e.g. Biology 1001), a plurality of units 308 a, 308 b, 308 c, and afinal exam 310. Each unit 308 a, 308 b, 308 c may include sub-elements.For example, the first unit includes two instructional elements 312 a(labeled “introduction to science”) and 312 b (labeled “biologyconcepts), and an assessment 314.

The first instructional element 312 a includes reading materials 316,and two learning objects 318, namely “identify lab equipment” 318 a and“follow the scientific method” 318 b.

The second instructional element 312 b includes a placeholder forreading materials 317 (and which may be populated with actual readingmaterial content at a later time).

The assessment 317 also includes a placeholder for a quiz 319.

The final exam 310 includes two placeholders for a quiz 319 and forstudy materials 321.

By presenting the customized course framework 304 in this manner, userscan quickly grasp the overall structure of the course, which may beuseful in organizing the course material and identifying materials thatstill need to be created. For example, in some embodiments, theplaceholders can be populated with elements using the course builder300, and/or one of the course design modules 100, 200 identified above.

The course framework 304 may also be presented in different ways tofacilitate understanding of the course structure. For example, as shownin FIG. 38 the course framework 304 for the same course may be shownaccording to another embodiment labeled generally as 304 b.

In this embodiment, the customized course framework 304 b is presentedin a generally chronological order, with four weeks 320 a, 320 b, 320 c,320 d being identified. Each week 320 a, 320 b, 320 c, 320 d can haveone or more educational elements associated therewith.

For example, the first week 320 a includes a first lecture 322 a and asecond lecture 322 b. The first lecture 322 a includes slides 324 a, ahandout 324 b and a group activity 324 c associated therewith.

The second lecture 322 b has placeholders for slides 323 and a quiz thathave yet to be populated.

The fourth week 320 d includes a mid-term exam 322 c, which as shownincludes placeholders for a quiz 319 and study materials 321 that haveyet to be populated with content.

FIG. 39 shows yet another view of the course framework 304 indicatedgenerally as 304 c according to yet another embodiment. In thisembodiment, the course framework 304 c is presented according to courseobjectives. For example, a first course objective 326 a (“Describe theconcepts of Biology”), a second course objective 326 b (“Identify labequipment”), a third course objective 326 c (“Safely use the labequipment”), and a fourth course objective 326 d (“Describe theprinciples of classification and properties of the cell”).

The first course objective 326 a includes general reading materials 328a, and an assessment 328 b. The general reading materials 328 a includespecific reading materials 330 a, 330 b (e.g. particular chapters in atext book) as well as a placeholder 317 for additional readingmaterials.

The assessment 328 b includes a placeholder 319 for a quiz.

Generally, in some embodiments, each of the course components and/orcourse parameters may be selected to be presented to a user based oneducational theory. In some embodiments, educational theory may includeresearch literature, expert opinions, and/or various other materialsrelated to the field of teaching and knowledge acquisition moregenerally.

In some embodiments, a user providing input to one or more courseparameters may be presented by providing educational theory in anunderstandable format (e.g. natural language) at the point of decisionby the user. As such, the user may consider selected relevanteducational theories when making one or more decisions as to theselection of particular educational elements for the course.

While the above description provides examples of some embodiments, itwill be appreciated that some features and/or functions of the describedembodiments are susceptible to modification without departing from thespirit and principles of operation of the described embodiments.Accordingly, what has been described above has been intended to beillustrative of some embodiments of the invention and non-limiting andit will be understood by persons skilled in the art that other variantsand modifications may be made without departing from the scope of theclaims appended hereto.

1. A system for providing guided instructional design, comprising: a) atleast one processor; and b) at least one computer storage media incommunication with the at least one processor, the at least one computerstorage media configured to store information about at least one course;c) wherein, for each course, the at least one processor is configured topresent at least one course design module, the at least one coursedesign module being configured to present at least one predeterminedcourse component to a first user, the at least one course componentbeing configured to: i. present at least one course parameter to thefirst user, the at least one course parameter being related to at leastone course competency, the at least one course competency being a goalfor the course; ii. receive at least one first input from the first userin relation to the at least one course parameter, and iii. generating atleast one modified course parameter, the at least one modified courseparameter being a list of course objectives, the list of courseobjectives suggesting certain course objectives to the first user basedon one or more previous user inputs and at least one educational designelement; wherein the at least one course design module is furtherconfigured to generate a customized course framework for that particularcourse based on the at least one first input and the at least oneeducational design element.
 2. The system of claim 1, wherein at leastone of the course parameters includes at least one natural languageobject.
 3. The system of claim 2, wherein the at least one naturallanguage object includes at least one predefined educational term. 4.The system of claim 2, wherein at least one of the course parametersincludes at least one control associated with the at least one naturallanguage object, each control for receiving one of the at least onefirst inputs.
 5. The system of claim 1, wherein the generating the atleast one modified course parameter includes suggesting at least onecourse structure element.
 6. The system of claim 1, wherein the one ormore educational design elements include at least one element ofeducational theory.
 7. (canceled)
 8. The system of claim 7 furthercomprising at least one computing device in communication with the atleast one processor, wherein the at least one processor is furtherconfigured to provide the at least one course design module to the firstuser on the at least one computing device and the at least one coursedesign module is further configured to: a) receive at least one requestfrom a second user in relation to a particular course, the second userbeing a consumer of the course content, and b) in response to therequest, present at least part of the course framework for that courseto the second user using the at least one computing device.
 9. Thesystem of claim 1, wherein the at least one course competency includes adesired post-course competency.
 10. The system of claim 9, wherein eachof the course objectives of the list of course objectives is a narrowlydefined goal that is associated with the at least one course competency.11. (canceled)
 12. The system of claim 1, wherein the processor isfurther configured to present at least one second course parameter, theat least one second course parameter being related to courseinformation.
 13. The system of claim 1, wherein the processor is furtherconfigured to present at least one second course parameter, the at leastone second course parameter being related to at least one educationalmodule.
 14. The system of claim 13, wherein the at least one secondcourse parameter is related to at least one assessment for the at leastone educational module.
 15. The system of claim 13, wherein theprocessor is further configured to receive an input in relation to thesecond course parameter, the input in relation to the second courseparameter including educational materials associated with the at leastone educational modules.
 16. (canceled)
 17. (canceled)
 18. The system ofclaim 1, wherein at least one of the course parameters and modifiedcourse parameters includes predetermined natural language objects. 19.The system of claim 1 wherein at least one of the modified courseparameters includes natural language objects selected based on the atleast one first input.
 20. The system of claim 1, wherein the at leastone processor is further configured to present the customized courseframework to the first user and allow the first user to edit the courseframework.
 21. The system according to claim 1, wherein the at least onecourse parameter and the at least one modified course parameter aredetermined based on historical course information.
 22. A tangiblecomputer readable medium including computer executable instructionswhich, when executed on a computing device, cause at least one processorof the the computing device to perform a method of providing guidedinstructional advice, the method comprising: a) present at least onepredetermined course component to a first user; and b) for at least onecourse component: i. present at least one course parameter, the at leastone course parameter being related to at least one course competency,the at least one course competency being a goal for the course; ii.receive at least one first input from the first user in relation to theat least one course parameter; and iii. generating at least one modifiedcourse parameter, the at least one modified course parameter being alist of course objectives, the list of course objectives suggestingcertain course objectives to the first user based on one or moreprevious user inputs and at least one educational design element;wherein the at least one course design module is further configured togenerate a customized course framework for that particular course basedon the at least one first input and the at least one educational designelement.
 23. The computer readable medium of claim 22, wherein thecomputer readable medium is non-transitory.
 24. A method for providingguided instructional design, comprising: a) providing at least oneprocessor; b) providing at least one computer storage media incommunication with the at least one processor, the at least one computerstorage media configured to store information about at least one course;c) presenting at least one predetermined course component to a firstuser, and d) for the at least one course component: i. presenting atleast one course parameter, the at least one course parameter beingrelated to at least one course competency, the at least one coursecompetency being a goal for the course; ii. receiving at least one firstinput from the first user in relation to the at least one courseparameter; and iii. generating at least one modified course parameter,the at least one modified course parameter being a list of courseobjectives, the list of course objectives suggesting certain courseobjectives to the first user based on one or more previous user inputsand at least one educational design element; wherein the at least onecourse design module is further configured to generate a customizedcourse framework for that particular course based on the at least onefirst input and the at least one educational design element.